Students physical activity assessed by accelerometers and motivation for physical education during class: Should we consider lessons as a whole or only active periods?
Journal
PloS one
ISSN: 1932-6203
Titre abrégé: PLoS One
Pays: United States
ID NLM: 101285081
Informations de publication
Date de publication:
2020
2020
Historique:
received:
19
09
2019
accepted:
28
01
2020
entrez:
4
3
2020
pubmed:
4
3
2020
medline:
13
6
2020
Statut:
epublish
Résumé
This study explores the links between measures of motivation based on Self-Determination Theory, and physical activity (PA) indicators assessed with accelerometers during physical education lessons. Questionnaires about motivation and psychological needs on the context of physical education were completed by 319 middle high school students, up to 5 times within a 2-year period; they were equipped with an accelerometer and videotaped during a physical education lesson. PA-related indicators were computed considering the entire duration of the lessons (strategy 1), but also retaining only active times during the lesson (strategy 2). When the first strategy was used very few correlations emerged between motivation constructs and PA-related indicators. On the other hand, the second strategy was more effective to detect the link between motivation and students activity during class-time, in particular with sedentary time, moderate and vigorous PA. This study shed light on the importance of considering how the sequences of PA sessions should be coded, in order to link psychological phenomena with PA levels, as well as to provide a meaningful support for motivational hypotheses.
Sections du résumé
BACKGROUND
This study explores the links between measures of motivation based on Self-Determination Theory, and physical activity (PA) indicators assessed with accelerometers during physical education lessons.
METHODS
Questionnaires about motivation and psychological needs on the context of physical education were completed by 319 middle high school students, up to 5 times within a 2-year period; they were equipped with an accelerometer and videotaped during a physical education lesson. PA-related indicators were computed considering the entire duration of the lessons (strategy 1), but also retaining only active times during the lesson (strategy 2).
RESULTS
When the first strategy was used very few correlations emerged between motivation constructs and PA-related indicators. On the other hand, the second strategy was more effective to detect the link between motivation and students activity during class-time, in particular with sedentary time, moderate and vigorous PA.
CONCLUSIONS
This study shed light on the importance of considering how the sequences of PA sessions should be coded, in order to link psychological phenomena with PA levels, as well as to provide a meaningful support for motivational hypotheses.
Identifiants
pubmed: 32126099
doi: 10.1371/journal.pone.0229046
pii: PONE-D-19-26425
pmc: PMC7053728
doi:
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
e0229046Déclaration de conflit d'intérêts
The authors have declared that no competing interests exist.
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